1. Understand my Student’s Learning Styles

Students learn in a variety of ways, so it is important to understand the different ways that students prefer to learn material. According to Fleming and Mills (1992), a teacher should account for visual, aural, read/write, & kinesthetic (VARK) preferences when teaching.

 

2. Facilitator of Education

When teaching online, there are several goals that need accomplished to be a facilitator of online education (Oermann, 2015). Online education needs frequent contact between the faculty and the students, prompt feedback, explanation of time on tasks, and high expectations from the faculty. Contact from the faculty and prompt feedback keeps the students engaged. It should be explained to students that online does not mean easy or little work. A 3-credit class will call for at least 3 hours’ worth of work.

 

3. Cultural Competence

Nursing education not only needs to be culturally competent for the students, but the faculty need to be aware of student’s cultures and competencies in the classroom (Abdul-Raheem, 2018) to have positive student/faculty environment.

 

4. Learning Never Stops

Students must realize that learning never stops after graduation. New research is always occurring to increase positive patient outcomes. Using Evidence-Based Practices (EBP)is one way to help teach students that learning does not end with a diploma. According to Winters and Echeverri (2012), the first step of EBP is to encourage inquiry and foster curiosity. This important first step can then lead to the steps in EBP: Ask a clinical question, search for the best evidence, critically appraise, integrate, and evaluate (Fineout-Overholf, Melnyk, & Schultz, 2005).

 

References

Abdul-Raheem, J. (2018). Cultural Humility in Nursing Education. Journal of Cultural Diversity, 25(2), 66–73.

Fineout-Overholt, E., Melnyk, B.M., Schultz, A. (2005). Transforming health care from the inside out: advancing evidence-based practice in the 21st century. J Prof Nurs. 21(6):335-344.

Fleming, N., & Mills, C. (1992). Not another inventory, rather a catalyst for reflection. To improve the academy. 11(1), 137-1565. https://doi.org/10.1002/j.2334-4822.1992.tb00213.x

Oermann, M. (2015). Teaching in Nursing and Role of the Educator: The Complete Guide to Best Practice in Teaching, Evaluation and Curriculum Development (1st Edition). New York, NY: Springer.

Winters, C. A., & Echeverri, R. (2012). Academic Education. Teaching strategies to support evidence-based practice. Critical Care Nurse, 32(3), 49–54.